1. Contents
W""'.- In t erolCtion Skilh
"'"'""
n_ 6 r....._ .Itd funetlOO5 Voub ulary
(mimI
I SImI "'..._
G_ - ....., ac So"",1M D2lICS ofCountnr:I Names Q/ counl......
2 VUU'It<K..... WhoOduo ........ eomm...oartonlaH:, introduClnf Io- IS ~.mpk foH Jobo. ruuloftablln
..... ..-Imroduolons
:'>a and 3b /'rlnId$ pall'WOrl<
,- A.k in~ and ilfIJlwerlnll qne.oons zo Givins.pc-nonal informacion ""nona! intUf'maliun
Quntlon~ withoul a qo.>nllon
...,
-,~
,- ~
.y and-fbM#moq _ ......... ........ ~and dacribc .. ",.,. "'~ otr...."'C~G_ ~-"Y_"
, 1J'JIoow ;" /I.'
"""'"""" ........ MI<in« and..,... WMn. !hiIlp
"
~of pb«': t... _ ............-.....~ .........,- ,..
~mrdl ·5 """,",.. ........ A5J<1n& a:nd anwntn& qunrIons lO-" HtWhm. 6O' hnonallnf<JnI'W.....
/IuJ..,.,..gollJ! Ho... ,.,.. got ..... ........._~
S",," aRsw !tn Y.s, I M w /NO.1
• "'~,
() P1IvIo,./b..... G~""" ,- Ta1klng aboul: IMlamily zo ~""$ Members oldx famil y
7 IF1Wft' aNIu>Iw.' ......... W-. AAl"8 and ~ ""'"""'"
., Prnmf timp~ for roulina RoutlnoeanMIlft
........ ~ot l~
"...'"
_.. ......- ........ ,sktn(l and ...-nin& q uatlonf, 50
- ~
IlQoms ..... hom il.....
- w_ and Wlitirall~ ",.,. "'~
Is ~ ...! ..by,,,.,..-'
.so- and orny
9 Habta Whok ,"
w_ Complninll l dian and L'<Il1n& »-5O Iftoenl Ilmp loe l or l'tablu. and J.out...., actMrln
,- .nd ;lll'~rln3qunlionS fOUllrw:&
11'11. queMJons
No'" do you _ ,
~ prnon ....g ulat
10 .oft_ #I • 10m Whok duo ........ Camplrriog unliniohnl ...........e eo TaIklna abou t Uk.,. and diNikn Evnyds}' and lnoun::
znd"' Md~
""""""......I'NpnII dledr; 6-100
-...... '..... ....- 50 vat> and noun col1o<Iog.ti0a5
--and 6-lct> ,-MtJ:<UJd-.'l
111»1Jy.....- Po~. """,,",,
-- zc PrnmI flmplc: ;aaklnB how ot<rn E~rydar actions
Sho<1 . II.WCB
Advctbll of fn:quc:m:y
12 n..,ld f'aiTWOrll ....... Punlnll "'OI'lb III unk:r and IIJUn& 50 Pn:"""1 Nmple qUC'Wlons MC'V15 01 tnnIp<>n
,- lIQ<, ~"ll quesdoDt Tolklna aboul (...",,1
• 13 e-)'O'tI .....w.
""""""" ...- "".... " e-,.. • £vttyday and ioIwo:
..... Y-. ' c.OI./No. I C. II'l
-14. and 14b 1J7Irftt ..... Po"'" ........ Ask ing tld ~ .men, pika zo _ a", I ...?
.........-' bo9' _lWWId? ~ nw...... ... bciliOn
~>ons 0( pia«
A.skInJ foTand Bivina <hm;Iiofts
IS lt1wI.m''*""', WhoIc: claM ........ Miming 50 f'ft:Knl roQlinUOUt ETI'YdIly and Io:Itun:
'C'llvitl~
~chIrl< l l . I S' Po"'"
,_... AllUng and an.....m na quadoN 20 n.- W aN _., IvA" 'Jwr. _'
-""and n·l ~
Hou· mallY _.#
SptJIIIw dIJ1- Sooftco and <U(y
~ _ orpb«
I'rftrnt c<lOItin.-.s
'fhc, U'lidt
16 Ifr>f<. ...... J'I*'
~ -
- M ;Q driI
"
........ Wonb a!6OC"l~wff.II
......" '""" ....... I' 111",# ......,.
I'" H-'dJ ........,. ~1'lo"' cbu ........ '''''' '"
Counl;lbk an'" uncounubk food and drink
M~'
Som. and <lily
17b 1J-7wrIltdll".. do?
~ - ,- Mill <.lnll ., AlII:InjI rorand m.ldnll LeI5Uft' IKtIvtllc1
""IlI"51iol!i
18 1"rx6F4bfD ......... - Nnu"" w Of)" so-so Pail oimp"': rqIIOIar ..m.s G<nn>l
"""'"19 . "'" _ Y"JfIIiJtI#
O_ w_ wntinll • dc>cnption
'"
TaJllinjr.abouI appnntln' AdjrcUves III cIncnbo"
• ...............c"""'~
I'h)'*kal kalwn
",,-- "'I~orl. ,- G""ss.lng and c:h...,ki"fl 50 ..... Sim p"': irnllul.r.....m.
'..........-p""dk1lnn o Yn/no q~uofll and IIh<>n V..rt>s as!lOdalO'd wflh
. n. ...."" h o llda-ya
2. w,..,...., Inter"ctlo<l nuts Activity Tim< Grammar and functions Vouobu lary
(mint)
PrufIrnodwrl l6-20 'Whok class ........ Aslt..., ~ am1O"Mntt ([>le'!lliono
'" Simp!<" p~u'<.u1~ . and lrn'ltubr (......,.,.,
-- ..""
yO$f.... qunoions
CourtQtIk mel InC<lUI1l:dMr ~
s-.li1ld _..,.
:U a and 21b ......,- ...... "'nIl.........inKand anowmnc ..... ,.. ....1* ........"_....... .- q.....ioru to complnc ill In.! n~ ..........
...-nFwl_ .......... Whole class ...... Corapktirl& • dtart zo-.. ..... """""b plftSions at Inn<'
n 'Mto:ar_ _
........."" - Dao<ribinA pn>pk
'"
_...... Itrms of dottl!ne:
-- ~ a.nn...... or plt5en1
-,.Actioou of rhc'fxe'. ""'nob and
-24 1J'1NIl' _ ' gam, .. Whole c1.... --.. "'-
'" Got", III + Irftrullvc ~y and leisurt
"'" llC1/Vtt io:'s
2'film. /Ul ia aMm, Who le cI...
...-MJUdrill
" O lfc l'Sand m:J.1>l!S1S
food ... """"
"'""
Would /I~
.....lcing and sa}inK how m uch
~dlml 2 1·2S !hole d a... Spn Jdng ..ukInM and amwc ring qurM kIDI IS_2U Simpt.. pu~ lrTeguiar velbs Evny<by and IdSUlT
lJ'Iwn thd Y'''' Uut."' Wh- q_ium acttYlt'"
Expn:M",", at time
26 $'NJP! f':tirwur k
'..... Go~ lo- IS
""""''''' llnno; orshopping
...-
27_ and 27b lNfltrld Group w otll --.. A dn<:riblng g&mI' zo Ocsctihing ~ Ad~ 10 describe:
..... oht«u
~.....,.
..""'*' ....invortl
.- WriUn& I;OllIpblfttJ aboul M:alth .. ~ and sayV1I00- you f«l: I Ad~ to dacr1bc
Group""'" ...... and""'''''' fHI _ Ny_ hurt:J, r V. p _ ......... Im
Sympol:bisiiaf; and string ~
.....""........................,
19:o and 2Ilb IF""'" Group ...... ...... ""'" '" ~ and oupcrta . ~ ..... Ixu
- fonn5 d. ohon M1jtt1lvn
30 FbttIJIw,.... 0ICIr lJi'hokd_ ....- AsIl.i.. and VlS'O~ qunllOm 11- 20 ~m- and $UJl'C'rb~ ~ to dcsaI'IC'
..~ Ionno ol bW::r "'lrctwn ...-.....,.,.,IIr>tl1<IiOn and kisuR:
oaM<,,"
f'nIfI"'III chcd. 26-30 <duo.......
"'- Go~
'" """.......- C_..,
TJrmII of. uorrI ...-
51" - tJw piau lI'hnk c1a<a
"'- 'l'rftinB and gun.olng
'" /oJMSl, m...ml ...-
-32 H"•• )(* _ ...1 GrouP'""orl< "'.... G.~ eo Pram! pn1e<:t 10 I:llk <lbnur Put participles of
~lnll ....-.. rrgul..... and lmegul.:ar
I'ut " mplt 10 Wk abo... :I ..lcfinlr~
.-11m<: In tho"J>:I"
3' /"•• Ju#.~ Who le cl......
''''''""'' Mllldrlil
" J>r,,~nl pn1<:<:l lo talk lIhoUI C..,...,ral
~,;enl <:VCfIU :Jusl and ,..,
)C ~fWuntvUW Whu le c l_ '......... AskirlKand an!<Wmng qunlonl 15- 20 Intinlli'"C' of pllJl".»'C lI"uel"" a~vitlcs
3S /. fI "'J' ''''")' Pairwork
.- (;ue>6lng ~> Adv..m..
_...
....... ERfYda,. 3CtIvttla
l'ropaa dln:.k 31 -3~ Pairwork ........ e..-_ ., lnlinluve 01 purpox I':vcryday <>bjo:ct$
C_ Wminl
""".!o6 T......____ <duop.... ...... ""'" .. ~ WOf'ds ilSlIOCbtw wli.h
rail aa4 air lnm
'7 i">~l w"
.....- "'.... ""'" '" Future ""''*lor P'f'C'dOCtioN ...-
...- ,-
~lJid~ --.J
-..... ...... M.a."....nvo h:aJva oKxnlcncn »-.. I'ftxn< md pas! pa..i_ ~andod>e..
...... .....-¥Ja IIld 59t> (ha .......... ........ ....,. so-., Ilcponood opccdl.: Matocmcnu ...-
- .,. <duo..... "'.... s.i4 110M + cbU>C'
4OT"~r-P- ............ ...- ......- ,. Trmr In'iocW .......
--- P:ai.....ork ........ ldm'il}in1 ar1d .........-ni"ll
'" R~i5ion
Ftnd tJw ...bIIdw
_n
3. Progress check
_ IHa veyougot it? RevoJard Elementary
Resource Pack
FIND OUT.
How many people '"
... have got a car?
... have got a pet?
How many people ...
... have got a h ous e
near the s ea?
... have got a house
near the
mountains?
FIND OUT.
How many people •..
... have got a c omb in
their bag?
.. . have got a diary in
their bag?
FlNDOUT.
How many p eople ...
_.. have got a bicycle?
... have got a motor
bike?
FIND OUT.
How many people ..•
... have got a Swis s
watch?
•.. have got a
Japanese c axnera?
_•. have got an English
dictionary?
FIND OUT.
... have got so me
English music
CDs or cassettes?
FIND OUT.
How many people .••
... have got a
photograph in their
bag?
... have got a mobile
phone in their bag?
FIND OUT.
How many people •..
... have got a TV in
their bedroom?
... have got a
computer at h ome?
FIND OUT.
How many people •••
... have got a brother?
... have got a sister?
How many people .••
... have got a hobby?
... have got a birthday
next month?
FIND OUT.
C MiKmillan Publt~ Limrtfd 1991.
PHOTOCOPIABlE
4. Teacher's Notes
IHaveyou got it? Worksheet Progress check •
ACTIVITY
Whole class: speaking
AIM
T o findOUI what people in the class ~ got by~g and
answeringquestions.
GRAMMAR AND FUNCTIONS
Has/hatoe got
Hare you got _?and short answers Yes, I htll!f!/NQ, I hatWl'L
VOCABULARY .
Pmona.I information
Personal possessons
PREPARATION
Male!:one copy of the worksbeer fur C2Ch group of up to len
students and CUt it into cards as indic2tcd.
TIME
30to 40minutes
C Ma(m,lllln Publishen l imit.-:! 199 7.
PROCEDURE
1 If therearemorethanten students in the class. divKk:
them intOgroups.
2 GO-e one cardto esch StUdem in the class and tcll tbem
th1r they are going to findOUt how many people in lhc
class or group h3V~ got the things marked on their card.
3 Write an example on the board:
How ma rrypeopleharoe got a personalstereos
Ask individual SlUdmts tbe qcesuom
Have you gota pn-sonnI stereo?
Encourage thrm to give the answer Yes, I han! orNo,I
haven't Eachtime somebodyanswersYes, I have pura
tick next to the question on the board. Leave the quest ion
and licks on the board as you will need 10 refer to it later in
the activity.
4 TeD the srudeaes thatthey.aregoing 10ask and answer
similar questions Iqinning Haveyougol _?and pula tid
00 their cani nat to the relevant question each time
somebody answersYes. I have.
S Before they sun the activity, make sure everybody knows
how to ask their question. In particular, make sure that
people with questions including the phrase in their bag or
in their bedroom knowthat they musttransform their 10
your when theyaskthe question.
6 Now ask the students 10 go round thedassor group asking
andanswering questiOn<; and putting a tick on lhcir card
each time somebody answers)'es.
7 When they have spoken to evetybody in theclass or
group. ask them to work with two or three other students
in their group and to write some of theinformation they
have gathered on a poster. Before they do this. refer back
to the C'X2fIlpk youwroteon the boardin procedure point
3and write a sentence rqx>rting the infonnation you
fOWldout.
Forexample:
Sapeople in the class havegot apersonalstereo.
While the students art doing this. be on hand to help with
bnguage thq may nero.
For eumple:
Nobody in the class has got...
f,Jerybody in the class hasgot...
4
5. •
• IStress dominoes Reward Elementary
Resource Pack
128 1,0. lB 2,0.
4,0.
6,0.
IDA
PHOTOCOPlABlE
5B
9B
3B3,0.
SA
9,0.8B
2B
4B ,.--t... , ...__ ., ,
• • • • GERMANY DENMARK
6B . 7,0. . 7B 8,0..
UKRAINE AUSTRALIA
, o.
r'
,
ITALY
• • • SWEDEN
~., - ..~., . <
, ..+... ,
1
• • BRAZIL • • AMERICA
...~ .. ..",..
i... .+
,
PORTUGAL CHINA
i
.-
.10B t 1,0. l1B 12,0.
, ',"
JAPAN BULGARIA
d •• ,
7.
•
•
•
6. Teach er's Notes
IStress dominoes worksheet.
ACTIVITY
Groupwork: speaking
AIM
To playa game of dominoes by matching names of countries
with their stresspanems.
GRAMMAR AND FUNCTIONS
Sayingthe names of countries
VOCABULARY
Names of countries
PREPARATION
Make one copy of the worksheet for each group of three
students. Provide scissors for each group.
TIME
20 minutes
PROCEDURE
1 Ask the students to call o ut the names of the countries they
come from and write them on the board.lfyou have a
mcnccultural class, ask them to call out any names of
countries around the world. Write the relevant stress
patterns next [Q each name.
2 Ask the students to work in groups of three.
3 Give one copy of the w o rksheet to each group and ask
them 10 choose one member of the group to do the
writing.
4 Explain that theyare going to playa game of dominoes but
that before they can start, they have to write in the stress
panerns for the names of the countries in boxes 5 to 12.
Point OUI the waythe dominoes are arranged and explain
thai they are numbered on the worksheet to show which
name goes with which stress pattern. Demonstrate this
using the examples which are alreadyfilled in on the
worksheet.
HOW TO PLAY TIlE GAME
1 Shuffle the dominoes.
2 Player; take four dominoes each.
3 Player A puts downany one of their dominoes face up.
4 The player on Player A's left (Player B) must then p ut
down one of their dominoes, making sure that the name
on their domino matches the stress panern, or the SIJ'eSS
pattern on their domino matches the name, on Player A's
domino.
C Macmillan Publishers Limited 1997.·
5 Now ask the students 10work in their groups, writing the
stress patterns in the boxes m arked '8' ontheir w orksheet.
Vhi.le they art doingthis, go round 10 each group and
check mat thcirstress patterns are co rrect, Answer
questions and offerhelp.
The correct answersare:
SB and 9B
•• •6Band lOB
••7Band l lB
• •BBand 12B
• • • •6 When they have finishedand you are satisfiedthat their
stress patterns art correct, give each group a pair of
scissors and askthem to cut the d ominoes out as indicated,
Make sure that students cut offthe numbers above the
dominoes.
7 Before they stan theirgame of dominoes, explain how 10
play, using the lnstrucuons below.
8 The students art ready to play the game. While they are
playing, go round to each group and check they a re
playing correctly.
9 When they have finished one game. they can sh uffie and
play again.
OPTION
Ask the students to add some dom inoes of their own using
some of the countries you wrote o n the board in procedure
point 1. Make sure thatfor every country there isa matching
stress pattern and that matching pairs are on separate
dominoes ason the worksheet.
5 The players take ilin turns to add dominoes in this way.
6 Ua player cannot put down o ne of their dominoes, they
miss a tum.
7 The first player 10 get rid of all of their dominoes i.s the
winner.
7. 'r--= = = = ..=- -=..=...=.....=---=...--,..._-f'.....= = - = .......===,•
• IVisiting cards
Av. Barcelo na 22, Malgrat de Mar, Spain
MsAna
[g]ol~mI~l
Film Director
Mr TAKU MIYAZAKI
ARTIST
Reward Elementary
Resource Pack
~.. _.
lei (93) 761 02 5 5 fax (93) 761 02 57
I·JH2 lbkki,. HMCh. TOthi...a-!CI. TOKYO, JAPAN
'fr 0)·3912·6511
•
I~Mr Mauricio CJl5Iq5lS
(musician)
Rua MarichaJ Mascarenhas de M oraes 7611402
Copacabana. Rio de Janeiro. RJ - BRAZIL
21.523.5100
M s PAWINEE PAPORN
(Travel Age nt)
Mr Andreas Hiepler
ACCOu Dtant
BuclIpeskt str 4S9 10787 BERLIN. Gennany
TellFax: ( 49) 30 269 913 1
Hs Francesca Riva
Viale V. Eman~le, 1 - 24100 Berpmo _ ITALY
Journalist
•
9/32 Charan 6anit w ong 47 Rd
BANGKOK
THAILAND
(02) 434 3350
Am Guggcnm-rg 10,8053 ZUrich, SW1Tl.ERLND
Tel (39) on2S68 71 Fax (39)OlS 24 38 12
MrROBERT
ALLEN
•
Ms LUCY KASER
Taxi Driver
Tel 01/381 88 23
Ms Jane Baker
English TeaCher
•••
112 Sydney Ad. Fawkner. Melboume, AUSTRALIA
Tel: (61) 3 534 0524
ACTOR
11 Horllury Cr es..
London W11
UK
Tel 0171 346 7780
Mr Simon Sheph erd
Engineer
101 5th Avenue. Los Angeles
USA
Tel: (310) 245 1122
PHOTOCOPfABLE
8. Teach er's Notes
IVisiting ca rds worksheet.
•ACTIVITY
W'hok:class: speaking
AIM
Tointroduce peopleto one another, givingpersonal
infonnation.
GRAMMAR AND FUNCTIONS
Present simple to be
a/an
Introductions
VOCABULARY
Jobs, nationalities
PREPARATION
Make one copy of the worksheet for each group of up to nine
students and cut it up mro cards as indicated. There are five
cards with male names (Mr) and fivewith female names (Ms)
for youto choose from. If there are more students in yourclass
than there arecards ofone sex,change the firstnames and
title on the appropriate numberof cards before you give them
10 the students. Keepone card for yourself to demonstrate the
activity.
TIME
IO to 1; minutes
Il:IM"cmill"n Publilhers Limiled 1997_
PROCEDURE
1 If there: are more thannine students in the class, divide
them into groups. (Within those groups, the students will
be working mainlyin threes.) Give one cardto each
student in the class.
2 TeU the students that they are now the person on their
visiting card and that they are going to practise uuroducmg
people to one another. Tell them that the titleis there to
indicate whether theperson is male (Me) or female (Ms)
but they don't have to saythe title when they Introduce
the ~a .
3 Write an example dialogue on the board;
Thisis my friend Ana Gomez. She'sfrom Spain. SlIe:S-
afilm dfrector.
4 Demonstra te the activity with two students.Wrile on the
beard;
Student A introduces Student B.
StudenJ B inlrOtiuc£s Student C
Student C introduces Student A
For the demonstration, you are Student A and your rwo
partners are Student Band Student C. Ask them to hold
their visiting cardsup. facing out. Read the information on
Student B's visitingcard and in troduce himlber 10 Student
C. Students Band C should then shake hands and say
HeUo. When you have done that, ask Student B10
introduce Student C to you. Shake hands with Student C
andsay Hello. Next,a..sk Student C to introduce you to
Student B. Shake hands with Student BandsayHello.
S Now ask the students 10work with two other students
from their group and to decide who is A, Band C. U the
class does not divideexactly into groups of three, make up
the numbers with groups of four.
6 Ask the students to hold their visiting cardsup and take it
in rums to introduce one another.
7 When they havefinished, ask than 10fonn new groups of
three with two different students and repeat the activity.
Make sure theyaU have different identities.
8 Repeat procedure point 7.
OPTION (1)
You can do this activit)' with the students sitting down in a
circle. Moving round the circle in a clockwise direction, each
student introduces the student o n their right 10 the student on
their left .
OPTION (2)
studentsintroduce themselves to everybody in the class, using
the infonnation on theirown visiting cards:
I'm Ana Gomez. I'm from spatn una I'm afilm director.
•
•
•
11. Teacher's Notes
IFriends workSheets. an d .
NOTE: Use Worksheets 3 a and 3b for this activity.
TIME
20 minutes
VOCABULARY
Personal infonnation
2 Tell the students that these are real friendscryours and
that the y are going10 fill in the details under each head by
asking you questions, Theym ust only ask questions
requiring the answer yesor n o. They must comp lete the
infonnation about person number I before going on to
person number 2.
For example: I· Pete
Student IsPete a docto r?
Teacher: Yes, he is.(Write doctor in the sp ace
providedunder Pete's head)
Studen t Ishe451
Teacher: No,heisn't
Student: Is he36?
Teacher: Yes,he is.(Write 3 6 in thespace p rovided
underPete's head.)
3 Continue answering the students' questions until you have
tilled in all the details about person number I.
4 Repeat the procedureto com plete infonnation about
person number 2. The students will be able to give you the
infonnation about person number 3 without asking
questions. The students can then ask you other questions
about your friends if they like.
S Now ask the students to work in pairs of Student A and
Student B.
6 Give a copy of Worltsheet 3a to each Student A and a copy
of Worksheel3b to each Stud ent B.
7 Tell them to imagine that these are photos of three of their
friends or relatives and ask them to put their first names in
the spaces provided on their w orksheet.
8 Now ask them 10 write me following infonnation about
each person in random order in the boxes on the
worksheet, without indicating which piece of infonnation
goes with which person:job, age, surname, where they are
from and whether they are married or single. They must
not wri te the infonnation in the spaces provided under
each personyet.
9 When they have done that, ask the students to exchange
worksheets and rake lr in turns to ask and answer
questions about their partner's friends. They should write
in the details about their partner's friends in the spaces
provided on their partner's w orksheet.
OPTION
Do me same activity using real p hotos ofthe students' friends
or family.
. S
2) Corrine 3) SitTlOn
L~ si"9le
hQirdresSer-
36
First nome: 1) Pete
<$
GRAMMAR AND FUNCTIONS
Giving personal informatio n
Questions without a question word
Negatives
Short answers
PROCEDURE
1 Draw three heads on the board, numbered I to 3, and
write the name of a real friend ofyours next to each one.
In random order, write mefollowing information about
each friend around the heads without indicating which
piece of infunnation goes with which mend: job, age,
surname, where they are from and whether theyare
marriedorsingle.
For exampk :
PREPARATION
Makeone copy of Worksheets 3a and 3b for each pairof
students.
AIM
To ask and answer questions about friends.
ACTIVITY
Pairwork: speaking
•C Maunillan Publishers Limited 1997.
14. Teacher's N otes
IMem01Y test worksheets. and.
NOTE: UseWorksheets ae a nd 4b for this activity.
ACTIVITY
Piliworl<and groupwoek: speaking
AIM
To lookat a picturt for a sboet time and to memorise as many
dela.ils as possible:.
GRAMMAR AND FUNCTIONS
p"".W_
How wwtry _.1
VOCABULARY
00;« VOC2bubty
PREPARATION
Makeone copy ofWorkshcets 4a and 4b for every four
snxknts in the class.
TIME
2Ominmt:S
PROCEDURE
1 Divide the class iDlO Group A and Group B.
2 Ask theStlxkms to work with a partner from the same
group.
3 GiveacopyofWorcshttt 4a to each. pairofsrudents in
GroupA and a copy of Workshttt 4b to eachpair of
snxkms in Group B.TheymJSI not showdlOr picture to
sttJdm,ts from theodla group,
4 Explain W t mqart going to do a manorytest by looking
at theother group'spicture for a short ~ md
rananbcring asmany <k:tails as possible. Butbefore they
do dDs, they art goingto prepare questions for one_.5 Ask the studc:nts to write que&ions abour: tbc:ir own
pcrure, startingHowmany ...?
Foraample:
How manypeopleare tIu!7T?
. How many chairs are there?
6 When they have door that, ask each. Group A pair to work
with aGroup Bpair. Makesure: they do not show their
pictures to each other ~t.
1 TeDthe Stl.Jdentsmat they will have 20 secondsto look at
theother pair's pkture and to memorise asmanyd etails as
possible.
8 Ask students to exchange pic tures and ume lhis part of the
activity for exactly 20seconds.The students must then
give the pictures back.
9 Pails of students now take it in turns to askand answer
quesuons about one another's pictures. Fncout"dge them10
usethe target language.
16. Teacher's Notes
IWhere is it? worksheet.
AalVITY
Whok class' spoking
AIM
To ask and say where t hings are.
GRAMMAR AND FUNCTIONS
Prepostdonsof place: in, on, under, near
VOCABULARY
Personal possessccs
PREPARATION
Mae one copy ofthe worksheet for ach stUdent in the class.
PUI a lick nat to a different ob}at at ~ bottom of each
worksheet.
TIME
15nunutes
PROCEDURE
1 If marare more thm 12 students In the class, divide them
Into groups.
2 ~ one copyof the worssbeet to each student in tM
class, Make sure: that each student in the same grouphas a
different object titkoJ on their worbhttt.
3 Make SUl"C' the students know how to say aU the objects in
theboxes atthe bottom of theworksheet.
4 Tcll them thai theobjects are IOSI in the self-study room
andthC')' are going to rind OUI where they are.
5 Before they do this, ask the students to look at the picture
on their worksheet and tell you where the computer and
bin art.
For a2lIlpk :
Teacher: Where'sthe compu ter?
StudOll: Near the door./Next to lhedoor.
Teacher: Where'stire bin?
Student: Unaer the video.
6 Tcll the students that theyare the o nly ones who know
where their ucked object is in the self~mdy room . Ask
themto draw it on their worksheet wi tllouttelling the •
other students in theclassor group whereit is or what it
is. Mue sure eachsrudauknows how to say where their
own ob;ett is.
1 Now ask the stUdc:nts to go round the class or group and
lind QUI waere Ill<Olhctobjects are by """'" and
answaing questions. They must not showtheir own
worksheet to tilt Olherstudents. If a studmt ooesn'r know
where an ob;a:tis, they should answerJdon'l know.
When their partnertrUsthem where an obj«t is, they
should draw it on their own p icture. Ifstudents have
problems with dr.twingan object, ~1I them to write the
word for the objectIn the correct place Instead.
Note that when the students have spoken to more than
one person, they will be .able to talk about theposition of
no( only th6r ownobject. but several obfeas.
8 When anUK studmts have drawn aU 12 ob;ects on their
wo rksbeet, theyshoWdsit down and compare pictures
with anothersnxknt. Thepictures should be Identical.
OPTION
You an make this activity more controlled, as follows. Cut o ut
the cards below as indicated and give o ne to each student in
the group. The students draw the ob ject on their picture
according 10the insullct:ions on their card and then follo w the
procedureas above.
.•... _._. _.._-...__...;... _.................. . _..•.
,
There'sa bag
under the chair.
There are
some keys on
the desk.
There are some
glasses on the
video recorder.
There's a coat on t,
the chair.
There's a mobile
phone next to
the computer.
There's a
camera under
the table.
There's a pen in
the bin.
._ - •.._- .
There's a
calcu lator on the
co m puter.
........,._--;._-
There'sa watch
next to the
computer.
e MKmillan l'utm~ Limll.cl l991.
There'sa
notebook on the
television.
~ There's a cassette
player on the
desk.
There a re some
books on the
floor,
•
17. progress cheek
_ 1Mb"and match
Game Board
Reward Elementary
Resource Pack
»
• C MKn'llIa" Pu~ lim"oHl 1997 .
PHOTOCOptABl E
18. Progress check
_ ,Mix and match
Cards
C Ma(m<llan Publ jsh~rs Umded 1997.
Reward Elementary
Resource Pack
PHOTOCOPIABLE
19. Teach er's Notes
IMix and match Worksheets Progress check • a n d .
NOTE: Use Worksheets Pro gress check ~10a and 6-10b for this activity .
ACTIVITY
Groupworlc =ling and spaldng
AIM
To playa boardgame by m atching verbs with other wordsand
expressions.
GRAMMAR AND FUNCTIONS
Verb and noun collocationS
VOCABULARY
Everydayactivitirs
PREPARATION
Make: one: copyotWorksheet Progress cb«k 6-IOa (game:
board) foreach group of three to ~ srudcnlS. Mar one:copy
of Wodshc:rt ~ check 6-1Ob(cards) for eachgroup of
three to five: sruoeus and cut thecardsout as indiolted.
Provide dice: and counters fo r each group.
TIME
30minutes
HOW TO PlAY THE GAME
1 Putthe game board in the oriddle of the table.
2 Each player takes six cards. Place: the rest of thecards face:
down in a pile on the table.
3 All the players pur: their coenres on the square marked
SfARTandthrow the dice. The firs:l: player to throw a siJ:
stattS the: game.
4 PlayerA throws the dice andmoves their counteralong
the board accordingto the number on the dice.
5 f'la}'erAreads thevat> on thesquare the counter lands on
andmatches it with a word or expression on one of lhcir
PROCEDURE
1 WrilC one: of the: vtrbs from the game: board on the board.
Foraample:
have
•
Askthe students to thinkof words or expressions tha t go
wi th have.
Forexample::
a bath,a drink,dinner
Tell the: students 1b3l they are g0in8 to pby a game: where
they match verbsand other words in this way.
2 Ask the: students to work in groups of three to five.
3 Give: one: gameboard andone set ofcards. countersand
dice: to eachgroup.
4 Before the stUdmtsstart pla)ing the game. explainhow to
play, using the instructions below.
1fyou want to make the game m ore challenging, instead of
asking the students to simp ly read OUt an expression (see
HOW TO PlAYTHE GAME instruction 5>, ask them to
make: aCOrJ'a1 seeeoce using the:apression.
5 Now the studentsarere2dy t o p lay thegame. While they
an: playing, goround [0 each group and check they arc
playing correctly, Be on hand to answer questions and
offer hd p.
cards and reads out the- whole: expression. If the group
thinks it is correct, PlayerA puts the card to the bottom of
the pile on the table and it is Player B'srum to play.
If Player A hasn't glXaword or expresscn that goes with
the verb. they pid upacard from the top atthe pile and
match it with the' verb ifpossible.
6 Now Pbyc:rB throws thedic e and repeats steps 4 and 5
Wove.
7 The game conunces untilthe first playa reaches the
square marked FlNlSHor finishes aU their cards.
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21. Teacher's Notes
IPhoto album worksheet.
ACTIVITY
Groupwork' ~
AIM
To talk about famity relationships.
GRAMMAR AND FUNCTIONS
Pos5essive 's
VOCABULARY
Members of the family
PREPARATION
Make onecopyof the workshttt foreach pair or groupof
three studmtS andcut the: piauR:5 out as indicllted.
TIME
20 minutes
PROCEDURE
1 Askthe smdentS10 work: in pairs or groups of thrtt.
2 Give each groupacopyof the workshttt cut up and ask
than to take threepicturc:s each,
3 Tcll the students 10 imagine that these are photographs
from afamilyphoto a1bum and that the people in the
photographs art IDmlbc=rs o f their f2mily.Tell them that,
in a momrnt, t:hq aregoing to talk to thdr partners
about them .
4 Before they do that,give them a few minutes to Invent and
write down some details about their imaginary relatives.
Write on the boan1:
NAME
REl.A1l0 NSHIP TOYOU
MARRIFJ) ORSINGll
AGE
JOB
WHEREl1IEY UVE
5 Vheo the stUdents hnt: done that, ask than to take it in
twns to show the pictures to thdr partnerandexplain
who theyare.
OPTION
Ifyourstudents' English Ievd is good coough for than to grve
more cktails about thepeopte in the pictures, encourage
them to do so. For example, have they got. childrm, pets, a
hobby, ete?
22. •
•
8 1When and what?
fold
YOU
A MEMBER OF
YOUR FAMILY
My .
Reward Elementary
Resource Pack
•
•
i
!- - - - - - - ----- - - -
!--- ------- - --- - - - - -,
!
!,,
: - -- - - - - - - - - - -,,
,,
PHOTOCQptABlE
23. Teach er's Notes
IWhen and what? worksheet .
ACTIVITY
Pairwork: writing andspeaking
AIM
To ask and answerquestions about dailyroutines.
GRAMMAR AND FUNCTIONS
Present simple:: for rout in es
Prepositions of time:
VOCABULARY
Routineactivities
PREPARATION
Make one copy of the worksheet: for each student in me class.
TIME
20 minutes
C Macmillan Publishers Limiled 1997.
PROCEDURE
1 Write a time of dayon the board.
For example:
At 7.15 in the morning
Ask the studentsto guesswhat youdo every day at this
time.
For example:
Student 1: Yougetup.
Teacher; No,I don 'I.
Student 2: You have a snouer.
Teacher. No,Idon't.
Student 3: You/rave breakfast
Teacher: Yes, that's right.
Now complete theexample sentence on theboard:
At 7.15 in themorning 1 have breakfast.
Explain that thisissomething you do every day - it's a
routine activity. Ifnecessary, give another example usinga
different prepoeuon of time.
For example:
Between 6and 7 in the evening Jgo to the gym.
2 Now ask the students to write similar sentences about
their own daily routine in the section of their worksheet
markedYOU, and about the dailyroutineof a member of
their familyin thesection marked A MEMBER OF YOUR
FAMllY. Ask them to write who the member oftheir
f.uniJ.y is in the space provided.
J1ake sure they write the time under theheading W1u>n?
and the activity under the heading Who!? Theymust not
let the other students in the class see what they are
writing. Encourage them to use a variety of prepositions of
time.
3 When they bave finished, ask them to fold their worksheet
as indicated.
4 Now ask the students to w ork in pairs.
5 TeUthem to hold rhetrworksheets up so that the column
markedWhen?isfacing their partner andthe column
marked Wharl Ishidden from their partner.
6 Now ask them to take it in nuns to read their partner's
time ofday andguess what they do at this time. Repeat the
acnvlty, trying to guess what a member of their family
does.
7 When they have finished, ask them to repeat the activity
with a different partner.
OPTION
Give a new copy of the worksheet to each student in the class
and askthem to li11 it in with details about thcir weekend
routine.
25. I
I
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• ISpot the similarities
Picture 18
•
r-,I "1
Picture 28
C MltCIllilliln Publi'lhersLimited 1991.
Reward Elementary
Resource Pack
•
., ~. : .. , - . .'
PHOTOCOPIABLE
26. Te acher's Note s
ISpot thesimilarities WOrksheets. and.
NOTE: UseWorksheets Sa and 8b for this activity.
I
ACTIVITY
Pairwork: speaking, writing
AIM
To lind similarities between two differtnt pictures by asking
and answering questions. To write briddescriptions of the
pictures.
GRAMMAR AND FUNCTIONS
Describing rooms
Ihere ts/are
Is there ...!IAn there ...?
Scmeandany
VOCABULARY
Rooms and furniture
PREPARATION
Makeone copy ofw orksheets Sa and 8b for each pair of
students in the classand rut the pictures out
TIME
30mmutes
Cl Macmillan Publishers limited 1997.
- - --- -- - - - - - --
PROCEDURE
1 Ask thestudents to workin pairs of Student Aand Student
B.Theyshould sit facing one another.
2 Give a copy of Worksheet Sa plcture lA to each Student A
and a copy of Worksheet 8b picture IB to eachStudent B.
3 Tell the students th3ttheir partner's pictureis similar but
not identicalto theirown picture.
4 Explain that they are going: to try to find similarities in their
pictures by describing them, not showing than to one
another.
S Bidt the language they will need to askand answer
questions about thepictures by inviting the sudenrs to ask
youabout a room in yourhome.
For example:
Sitting room : .Are there any armdr4irs?Is there a
television?
6 Give thestudents afive-minute time limit to find as many
simIlarities in theirpictures aspossible. Theyshould keep a
record of the number of similarities they find. but they do
not have to remember details at this point.
7 After five minutes,stop the acrmty andlind out which pair
of students found themost similarities.
8 The students can now look at their partner's picture.
FOLLOW UP
1 Ask the students to stay in their pairsand choose the
picturethey like bes.
2 Tell the students to look at their picturefor one minute
and then put it away.
3 lbey now have five minutes to write down as many details
as thq can remember about their picture. Encounge them
to use the target language, induding negative sentences.
For example:
11Jef'e aren'tany curtains.
4 After five minutes, ask the pairs ot sudenrs to give their
picture and their sentences to another pair to check,
5 Repeat the activity, either now or later, using pictures 2A
and 2B.
•
•I
27. e lHabils Reward Elementary
Resource Pack
~
V s o meone with i
a u t he same .
answer
What I eat for breakfast1
Where I read the newspaperl
When Jlisten to the radio?
What I watch on televslcn!
~/.~- ~
--<,
./
What music flisten to?
Where I go for holidays1
~)
When I go shopping?
What time I get up on
Sawrdays1
What sports I play!
What time I go to sleep?
When I relax!
~. ~ ~ I.~ . . ."
. '- " ' ~~ ' . J
•
How I relax?
- PHOTOCOPlA8LE
28. Teach er's Notes
IHabits WOrksheet.
AaJVITY
Whole c;Iao< _ spe>Idng
AIM
To write about habits and routines and to findpeople in the
classwith the same habits and routines.
GRAMMAR AND FUNCTIONS
Present simpk forhabits and routines
Wh- qucstioos
How doyou J
3"' p=on 5ingubr
VOCABULARY
Routine aetMties
PREPARATION
Make:: onecopy of tbeworksheetfOf' each studc=ru in the: class.
TIME
20 to 30 mmutcs
PROCEDURE
, Give :I copy of thc= wortshect to each srudc::ot inthe: class.
2 Askthc= students 10 writc= information aIxu lbanselvcs in
tbe column marked You.Tdi them it is OKIDeave a
space next to anyactivitiesdq d on't do.
3 When they have cIont this., ask them to gotooDd the class
asking and answering questions t.o find ptopIc:with the
same: answers. Makc= 5tR thq know how 10ask the
qUl:Stioos. It is important to rdl the studmlS dlalthey must
ask one anotherquatioo5, not read o ne 2Idbc1's
~.
4 Wba1 thq' find 5CXDl:OO(' withthe same amwcrin their
You column, tbc:y put tbal: pc:rson 's 02ml: ill the:Find
someone with the $tUM atI.S'Wt'r COh llDD. hIs important to
tdI the studo 'lts that lhc=y an only put the: same name
twice. This is to eocouragc them to speak10 ISlIWly
diffamt partners as JXl'iSiNe.lt is a good idea 10 jntroduce
the shott answerSo do I asthis is a natural mpoose to
findingsomeonewith lhc: s:uDe: answer.
Forcnmpl~
StudOll I: What doyoutaljor brwJJtf4Sl!
Student 2: Breadandjam.
Studttlt 1: So do L(Smlknts 1 and 2 ric each
cxhc:r'soamc:sin t.hc: space provided)
5 Whc=P one studc=nt basfound I name for c:adl ofthe topics
on the workshttt, SlOptheaaivity.
6 As:l foUow-up, ask thc= SlUdc:nts to cepon bact, orally or in
written fonn. You mzy also W2t1t to use the: apression so
do J for this panof the activity.
For example:
Petraeats breadlor breoJifast and sodoL
Sti!l ano reads the newspaper at schooltmd so do l
29. Teacher's Notes
ISpot thedifferences Worksheets Progress check • a n d .
•AalVITY
Pairwcrk:speaking
AIM
To findten differences betwe-e n two pictures byaskingand
answering questions.
GRAMMAR AND FUN CTIONS
There is/ure
WArethere ...?
HoU'man)' _?
Some andany
P'rrpositions of place
Present continuous
The' article
VOCABULARY
Gcoer.t/
PREPARATION
Make one COP}' of Worksheets Progress check 11-1;aand
11- ISbfor each pair ofsrudents in the class.
TIME
2Ominul.o
PROCEDURE
1 Ask the students 10 work in pain ofStudcnlA andStudent
B. 1bcy should sil facing one another.
2 Give a copvorwonsheer Progn:sschcck 11 -15a to each
Student Aand a copy of Worksheet Progress chock 11 -15b
to each Student B. TeUthe students not to show their
picture 10 their partner.
3 Tell the students that their partner's picture is almost
idential lOtheir own picture:, bUIthat that are ten
differences,
4 Explainthat thC}r are going to tty to findthe len differences
bydcsctibtng their pcrures andaskingandanswering thOr
partner's questions, not showing their pctures to one
""""<T.
5 l'hen thc). have finished, check their answers. The
differmccs are as rouows
PICTUREA
I There's aflorist'sbetw een the greengrocer's and
the U'2d agent's.
2 The man coming OUI of the greengrocer's is
carrying a shopping basket.
. The woman outside the cafeisplaying a guitar.
4 There's a dog next 10 the woman.
S The bus is almosl: empty.
6 The motorbike has no passenger.
7 The penon riding the bic)'ck is wearing a helmet.
8 The two people.sitting at .a ubIc in front of theole
are C2tingsandwiches.
9 The Olhcr personsitting at a tabk in from of the
cafe is doinga crossword.
10 A man is taking ;lphotograph of rwo children
eating ice cream .
PIGURE B
I There's a ncwsaaent's between the greengrocer's
and the travelagent's.
2 The man coming out of the greengrocer's is
Cl1T)ing some flowers.
3 The woman outside the cafeis playing a violin.
4 There's no dognat to the woman.
5 The bus is very crowded.
6 There are IWOpeople on the: mororbikc:.
7 The person riding the bicycle is noI wearing a
helmet.
8 The two people sitting at a table in from of ~ cart
an: drinking tC3.
9 The other personsitting at a table in front ofthe'
cafe is writing postcards.
10 A man is laking a photograph of two childR'll
eating hamburgm .
OPTION
Ask the.students 10 my in thcir pairs and to look at WOft<bett
Progress check 11-15;1 for one minute. Then ask them 10 p.l
the picture away and write down as man}' dctaiIsas thqQl1
remember about the picture. Aher nve minutes, ask thl: ~iD
of students to give their sentences to another pair to ch«i...
•
f
31. Teacher's Notes
IDaily routine worksheet.
ACTIVITY
Pairwork: speaking
AIM
To predict apanntt'sd:tity routine andto findout bow many
pmticti<>n> wererighL
GRAMMAR AND FUNCTIONS
Present simple: asking bow oftenpeopledo things
Short answm
Adverbs of frequency
VOCABULARY
Evttyd2yactions
PREPARATION
Make one copyof the worksheet few each pair of stUdents and
cut it out as indicatrd.
TIME
20 minute!
C ~millan Publistwn LirMed 1997.
PROCEDURE
1 Askthe students (0 workin pairs of Student Aand
Student B.
2 Givea copy of the lOp chan to each StudentAand acopy
of the bottom chartto each Stuebt B.
3 Ask me sruoemsto write their partner's name in thespatt
provided on thOt~.
4 Ifthe class a1rcldy know one another, explainto the
students that theyare going to find out how weuthey
know their partner. Hthis is a new class, explainthatthey
aregoing to find out how good theyareatguessing.
5 Ask the students to put a tick in the TRUEcolumn if they
thinkthe information in the: sentences is uue tor their
partner or a tid intheFAlSE column lftlq' don't thinkit
is true . 1bcy mustnot ask their partner ytt.
6 Wha1 thq Iu:vt done: that, the stUdents should take it in
twns to check~ their predrceons were right. Make
sure they know theCOIttCt question form:
Srudent A:. Doyou usuaJIy wearJeans(l/ the
weekend?
Student B: Yes, Ido. Doyou often urear trainers?
Student It:. No. I den'L
The studmts sbouId put a tick or aCJU5S in the end
cotumn next to each question, ckpcnding on whmlcr they
haveguessed correctly or not
7 Vhm the studcrus have finished checking their
predictions with their partner, they should add up their
total nwnbcr ofrightguesses and comparescores.
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32. •
8 ITravel
QUESTION NAmE A
1 BY / YO U / OFTEN / DO / PLANE / TRAVEL / ?
Reward Elementary
Resource Pack
2 USUALLY I YOU / DO / DO / WHAT / THE / AIRPORT / AT / ?
3 SEAT / DO / SEAT / AN / YOU / A / WINDOW / PREFER, / WHICH / OR / AISLE / ?
4 AIRLINE I YOU / FOOD / DO / LIKE / ?
5 LIKE / TO / WOULD / YOU / FLIGHT / ATTENDANT / A / BE I ?
• ANSWERS
You
,
2
3
4
5
Your partner
Ql 'ESTlO;lNAJI{E II
1 BY / YOU / CAR / TRAVELLING / DO / LIKE / ?
2 FAVOURITE / YOUR / WHATS / CAR / ?
• 3 YOU / GOOD / PASSENGER / A / ARE / ?
4 LIKE / MOTORWAY / DO / FOOD / YOU / ?
5 LISTEN I YOU / TO / MUSIC / YOUR / IN / CAR / USUALLY / DO / ?
ANSWERS
1
2
3
4
• 5
You Your partner
C Macmillan Publishers lim iled 1991.
PHOTOCOPIABLE
33. e·
Teacher's Notes
ITravel worksheet .
ACTIVITY
P:tirwork: writing,speakin g
AIM
To put word.. in ~ correct order to formquestions. Toask
and answer quotions about travdling.
GRAMMAR AND FUNCTIONS
Present sanple question.s
Talkingabout tm>d
VOCABULARY
Diffm:nt means oftran...port
PREPARATION
Mak~ OOC' copyoftheworksheet for each pairof srudents in
the cb..ss and cut it in twf as indicated.
TIME
30minutes
•PROCEDURE
1 DivKk the students uno Group A and GroupB.
2 Give: a COP}' 0( qut:stionnaitt: A to each srude:m in Group A
anda copyofquestionn:l.ire 8 to each srudem in GroupB.
3 A.'ik the snxknts to work with two or three other Sl:ude:ms
fromthe same group.Thi=y should put W words 0{ the:
five questionson thOrworksheets into me:correct order
and write: themdown. All ~ students should write:the:
questions down ontheir own workshttt.
The:correct questions arc:
A I Do you often travel by plane?
2 What doyou u.sualJy do alllw airporl.'
3 Which doyou prefer, a u'indQu}searor an aisle
seat?
(OR Which seat do youprefer; a u'itutou'Dr
an aisleseal.")
.. Do)'OU Ii«airlinefood!
5 WouldJ OU likr to be a Jlighl altnJdanl?
B 1 Doyou like tratlf!l/ing try aJr?
2 What'syourfa vou rite car?
3 An")'OUa goodpassenger?
" Do you liM motortmyfood?
5 Do you uSWlll)' listen to music in you r COT?
4 When the students have: done that, ask them to Write:
answers to their own questions indMduaUy o n thtir own
worksheet in the column marked You,Go round and
check that the students have wnnen the: questions
correctly andunderstand !.hem.
S Now ask them to work with a partner from the:othtt
group (ie a student from Group Ashould work with1
student from Group 8).
6 Askthe stu dents [0 take it in turns to ask their p;lrtrltt t!lt equestions on their worksheet and to write down their
partner's answers in the column marked }'Ou r partntr.
Encourage: them to askfor further details from their
partner by asking the additional q~ion WIry? or Why
not? where appropriate. They do not have to writt lbwn
the additional infonnation.
7 When they have finished, ask the students to reportbld:
to theclass about anything surprising they have flXnfou..
•
34. )
)
• ICanyou makea cake?
~
C Macmillan PublishersLimited 1997.
Reward Elementary
Resource Pack
PHOTOCOPIABl E
35. Teacher's Notes
ICan you makea cake? worksheet.
ACTIVITY
Whole class: speaking
Mill drill (For detailed insUlJctions andadviceon usingmill
drills, see the notesfor teachers at the beginning of tht'
Resource Pack.)
AIM
To speak to as many partners as possible. asking and
answering questions about a bilities.
GRAMMAR AND FUNCTIONS
Canyou ...?
Yes,I can,/No, I can't
VOCABULARY
Everyday and leisure activities
PREPARATION
Make one copy of the worksheet for each group of up to 12
students. CUtthe worksheet up into cards as indicated. You
will need to keepone card fo r yourselfto demonstrate the
""""'Y.
TIME
15mjnutes
Cl Macmillan Publi~hefli li mited 1997.
PROCEDURE
1 Ifthere aremorethan 12 students in the class, divide them
into groups. Giveone picture card to each student in the
class. Keepone Coryourself.
2 TeD the students that they are going to ask and answer
questions using the pictures on their cards as prompts.
Write an example diaJogue on the board. indicating the
b.nguage the students should use.
For example:
Student A: Canyoumakeacake?
Student B: No.Jran't: Can you play the piano?
Studentk Yes, Jcan.
3 Demonstrate the activity wi th individualstudents, using
thecardyou kept Coryourself. TeUthe students to hold
theircards so that theside with the picture on is being
them. Students askthe questions using theirpicture card'S
as prompts and answer the questions honestly.
4 Ask several pails of students to demonstrate the activityto
the whole class. usingtheir cards as prompts and ukIng it
in turns to askand answer questions.
5 Now ask the students to go round the classor group asking
andanswering questions with asmanydifferent partners as
possible. wing theirpicture cards as prompts. In thispan
of me activity, the students repeat the same question
several times bUI pracuse different answers each timethey
change partner.
6 When the students have spoken to several different
partners, ask them to exchange cards and go round the
class again, this time holding their cards the other way
round so the picture is being their partner. The studans
takeit in turns to askquestions using thepictures on mar
partners' cards asprompts. In this part.of the activity.the
students aska diffen=nt question each timethey ~ (
partner,
OPTION
10 procedure point 2 above, it is a good kb. to introduce the
natural responses So can J/ Jcan't/ Neither can 1/1canand
to extend the sample dialogue.
For example:
Student A: Canyou make a cake?
Student 8: Yes, Jcan.
Student A: SO can!. / I can'tt
Student 8: Conyou play the guitar?
Student A: No.1can't
Student 8: Neither can I. / I can!
36. I
)
)
• IWhere can I buy some bread?
Student A .
C Macmillan Publishers Limited 1997.
PHOTOCOPIABlE
37. t
•
Li mit~ 199 1.CI M K m,Mal'lPubllSl'otn
Rew-ard Elementa~
. ResourcePee
38. Teach er's Notes
IWherecan J buy some bread? worksheets. and.
NOTE: UseWorksheets 14a and 14b for thisactivity .
ACTIVITY
Piliworlc sp<2lting
AIM
To ask and say wbeeplaces~.
GRAMMAR AND FUNCTIONS
W'1JerI? can 1. r
17Ierr's a _
Prq>ooilions 0( p"",
Ailing for and _ di=tl"'"
VOCABULARY
Shop< and !OWn ~
PREPARATION
Make: onecopyofWodshed 14a andonc copyofWorkshttt
14b for each pair ofstlkknts in the dass.
TIME
20minutes
PROCEDURE
1 Ask the:students (0 work in pairs of Srudmt Aand
Student B.
2 Explain that youaregoing to grve them ,; plan ofthe:
centreof atown. Point out mat there aresome: names of
placesmissing on thrir plan.
3 Give: acop)' ofWorkshc:et 14,; (0 eachsncenrA and a
copyof Wol'kshc:n 14b to each StudenlB. Tc:U them not ro
show rhdr planto their panna at any time: during this
activity. Explainthat the: places which are missingfrom
their planaremarked on their partner's plan.Theyare
going to askfor .and giVC' information about places on their
plan and write in the: names of the missing places.
4 8do~ theystart the:activity,ask tIK students to look at
their planand10 giveyou some information.
Forexample. ask tIK question:
Where can 1nare a cup of tea?
Elicitthe: answer.
There'sa caft in .Quffl1 Shwt, opfXJ$ile the Itauan
Restaurant/ betuwn the Museum of Modem Art
and O/J;~'s Nigh/dub.
Ask another quotion:
Where canI set afUm?
Bidt tIK answer:
'1'here's a drwma in George StrPet, near tne Grand
Ho«/.
Write an~pIc: diaIoguc: on the board,
5 Poinl QUI the'1isl: rlthings the: students need to.ask for (on
their wortshttts).
6 Askthe: students to wort with their partner and to takeit
in rumsto ask forthe: infomWion theyneed and to answer
thcir panntt's quoIions. They should ask: and answer
~ asin the example di.a1oguc onthe board.Each
time:thc:y find apace ontheir plan according 10 tbtir
parmer'e instructions. they should write: in the name,
7 When they bave Iinisbed, they should compareplans,
wlUch shouldbe_
OPTION
1nstc:ad of asking the: srudc:ntsto ask andsay where plscesart,
ask them to ~ diJtttions (or how to get to the places.Tdl
the: stUdentsthat they ee at the Tourist Information Offict.
Theyshould ask for and give: directions (orthe placesrhc:y
need to find.
Forexample:
Student A:. ts there a bank near Iu!re?
Student B: Yet, there is. Go upCornStreet anditson
the kft, next to tiretravel agent's,
Student A:. Ohyes,tnaneyou:(Student A writes the:
name ofthe:place on their plan.)
srcdenr B: Is therea baker's near here?
Student A: Yes, there is. Go along OxfordAvenue, rum
rlghl and it's on the right, between the
grtengrveer's and t}1I! bank.
Student B: Ohyes.thank you. (5lUdent B wmes the
nameof the place on their plan.)
I
I
II
I
(
39. Reward Elementary
Resource Pack
]You ere singingan-opere.
You are doing the Ironing.
Youare reading a sed story.
You lire w atching a funny fil m.
You are buying some flowers.
You are rid ing a bicycle up a hill.
You arc writi ng a romantic letter.
You are looking at paintings In an
art gallery.
You are waiting to see the d entist.
You are drinking a very hot cup of
tea.
You are. taking an exam.
You ere looking in the mirror.
You are having a sauna.
YoU arc learning to drive.
You are speaking In public.
You are: eating something you
don't like.
. You are making a sandwich.
You lire standing In a crowded
bus.
You are watching a horror film.
You are running to catch a bus.
• IWhat am I doing?
I
•
•
C ~mdla" Publi5lwr1. limottd 1991.
PHOTOCOPIABlE
40. Progress check
• ISpot the differences
fII Picture A
•
Co Ma( mil!an Publ,..n('" LH'r'Ill eod 199 7
n
Reward Elementary
Resource Pack
PHOTOCOPIABl E
41. Progress check
• lSpotthe differences
Picture B
•
-C'M«m,Uan Publ,~ l ,",,'lHl 199 1
Reward £If>mentary
Rescorce Pack
PHOTOCOPIABlE
42. Teacher's Notes
IWhat am I doing? workshee t .
ACTIVITY
Vhol~ class: speaking
AIM
To mime an activityfor the rest of the class10 guess.
GRAMMAR AND FUNCTIONS
Present continuous
VOCABULARY
Everyday and leisure activities
PREPARATION
Make one copy of the worksheet for each team of five to eight
studentsand cut it up into mime cards as indicated.
TIME
30 minutes
C Macmillan Publi5her1 limiled 1997.
PROCEDURE
l' Ask the students to watch you and guess what you are
doing. Mime something simple like eatinga pizza. You do
not have to be a brilliant mime artist, but it is essential that
you are willingto mime enthusiasticallyand nOI be
embarrassed - thiswill put the students at ease when it is
their tum 10 do amime. While you art miming, encourage
the students to callout guesses as soon as they have an
idea. Make sure theyare using the present continuous.If
necessary, mimeanother activity, for example makinga
cup of tea.
2 Tellthe students that theyare going to take it in turns to
mime an activity forthe other stu dents to guess. Before
they begin , divide them into teams of fiveto eight.
3 Decide which team is going to p lay fir5I and askthem10
choose a student to do the first mime.
4 Givethe first player a mimecard and explain to the class
that, while he/sh~ is mimingthe activity, only the
members of hisIherteamare allowed to call out guesses.If
hislhcr learndo not guessthe activity correctly, the other
teams are allowed to guess. Teams score two points fora
correct guess.
5 Continue until all the mime cards have been used. The
team with the highestscore are the winners.
OPTION
If you think your students may be embarrassed to mimein
fro nt of the whole class,or if you have a verylarge class, mnt
one copy of the worksheet for each group of fiveto eight
students and ask them to do the activity in their groups.
I
I
I
1
I
43. Progress check
• IFind Ollt Reward Elementary
Resource Pack
X
tr=========~ tF==========.
•
•
I)
Everybody in theclass
dranksome fruitjuice
for breakfast
TRUE OR FALSE?
FINO OUT.
Everybody in theclass
ate some meat
yesterday.
TRUE OR FALSE?
FIND OUT.
Everybody in the class
bought some cigarettes
yesterday.
TRUE OR FALSE?
FIND OUT•
Everybody in theclass
visited a foreign
country last year.
TRUE OR FALSE?
FIND OUT.
Everybody in theclass
did some sport last
week.
TRUE OR FALSE?
FIND OUT.
))
Everybody in the class
had dinner at home
yesterday.
TRUE OR FALSE?
FIND OUT.
Everybody in the class
spent some money
yesterday evening.
TRUE OR FALSE?
FIND OUT•
Everybody in the class
read a newspaper
yesterday.
TRUE OR FALSE?
FIND OUT.
Everybody in the class
went out last night.
TRUE OR FALSE?
FIND OUT.
Everybody in the class
wrotesome letters last
weekend.
TRUE OR FALSE?
FIND OUT.
Everybody in the class
madesome telephone
calls yesterday.
TRUE OR FALSE?
FIND OUT.
PHOTOCOPIABLE
44. Teacher's Notes
IFind out Worksheet Progress check •
•ACTIVITY
Whole class: speiling
AIM
To findout lnforrnnion abou t members or tbe classby asking
andanswering questions.
GRAMMAR AND FUNCTIONS
Simple past: ~ andirregular verbs
Y~o quc=stions
Coulllabie and UOCOW1ublc noun.s
Some andany
VOCABULARY
G<n=l
PREPARATION
Make one COP)' of theworkshm (or each group of up 10 12
sruderns. Cut the cards out as indiotrd.
TIME
2Qminuto
o MoKmo'" Publls~u lami1ed1991.
PROCEDURE
1 Write a statement about the class on the: board.
Por example.
Et'f!t)'bodyin the da.ss a te-some wgetables yesterday
Find out whether this is true by asking indi...idual stUdmts:
Didyou eat any vegetables )'t'sterda)'?
Write a tide on the board each time somdlody 3JlSWttS
Yes, I did anda cress escb time SOfJK:body answers No, I
did" 't. Then cross thesaternem OUI andwrite the correct
information.
Foraampk:
Sevenstudenl$ atesome vegetabies)'e.Sten1ay.
Nine studenn didn't eat any vegetablesyesterday.
Now Idl the 5lUdmlSdut they aregoingto correct similar
statements.
2 Ulberr: are more than 12 students in theciass, divide than
into groups. Give one cardto each student in the cass.
3 Tdl the: 5tUden15 W ithey are responsiblefo r finding out
whether the statement on their o wn card is true or bJse,
and co rrecung it if necessary.
4 Now a5k the snxknts 10 go round theclass or groupasking
and answering questions. Tell them 10write down ontheir
card a tick ach time somebody answers Yes, I did anda
cross each time:somebod y answers No, I didn't:
S When they have finished, they should §it down and fake il
in turns 10 report back 10 the class or group on whatthey
found 01,11during the activi ry.
•
•
46. Teacher's Notes
IHow was yourholiday? worksheet.
•
''f'?' uwrm/hot and sun,,)'
big and modem/nice ana clean
ACTIVITY
'l:'hok class: !ipa.lcin~
Mill drill (For <kuiIcd msrrucuoos and advice 00 usin!'tmill
drills, see the notes for reachers at the beginningof t1K
Resource Pack.)
AIM
To speak to as many partners as possible, asking and
answering questionsabout a holiday.
GRAMMAR AND FUNCTIONS
w_ere
Whal U'aSit like?
VOCABULARY
Words associated with holid:l)'S
PREPARATION
Make one copy ofthe.- worksheet for each group of up to ten
sooems. Cut the: worksheet up into cuds, bdng carduJ to cut
andfold 2.5 indiol1ro. You will need to keep 0fK card fot
yourse lf to demonstrate the aetivi [}',
TIME
15minutes
PROCEDURE
1 Ifthen: art' mort' than ten srodems in the: class, dhide
them into WOUPS. Give one fol<kd card to am srndent in
the class. K~ one for yourself.
2 Tell the students that they are going to ask and answer
questions about a holiday using their cards as prompt.s,
bUI, before lhe}.do this. ask them to look at me picture on
their card and think ofan adj«tive or adiecti"ts to
describe: it. They should write the ad;t:cth'(' or ad}ectives in
the space provided under the picture. Beon hand to help
the srudents and make sure they write' appropriate
adlecuves for their plcrures.
For example:
weather:
hold:
flight. t'try comfortable/fine
people: t'tryfriendl),
food: deJidmWI'")' good
belch: Im't'9'QIJd d ean/mce ana quiet
nWttLife: very lilJ('Jy/goodfun
entertainment: 1't'7)'good/OK
scenery: lot'f!1)oJbeullliful
town: tJel)' pretty/nice and quiet
3 Now write: an example dialogue on the board, indicating
me language the students should use.
Fornample:
Srudcot A: Hou:timyour holiday?
Student B: II uw great.
Student A: What U 'fl$ me weather like?
Student B: It was1I0t and S"'" ny.
4 Demonstrate the activity with individual student.s, using
thecard rou kept for yourself. Tell the students to hokf
their canis so thai thepicture is facing them and the
question prcmpe i5f.K:ing their partner. Askseveral fJiitS ci
students to demonstt:iue the activity to the whole class,
using the cards as prompts.
S Now ask the students to go round the class or group and
ask and answer questions with as man}'different partntts
as possible, using their cards as prompts. In this pan otlht
actiity, the students ask a different question. but givethr
same answer och time they change partner.
6 "t'hcn the studen ts have fini.<;hed. 25Jc them to exchange
cards and to go round the class o r group again. this time
holding their cards the: other way round so tha t the
question prompt isfacing them, and the picture ts
facing their partner. The students take it in turns to ask
and answer questions using the cards as prompts. In
this pan o( the activity, the students ask the same:
question. but 8i"~ a diffa-ml answer roach time thC')'
chang, partner.
7 The students COntinue a.'lking and answering in this 'NJ)'
until they have spoken to as many different partners as
possible.
•
41
•
47. •
• IHealth sUivey Reward Elementary
Resource Park
On an average day, how many people ...
... eat so me fresh fruit?
... eat SOUl e green vegetables?
On an average day, how many people ...
... cal some brow n b read ?
... drink some beer o r w ine?
•
...FlND Olfl".
""
FIND our.
•
On an a verage day, how marry people •..
... put som e sugar in rca o r coffee ?
... eat some chips?
FIND O l)T.
On an average day, h ow many peop le ...
._. take some medicine?
... do some exercise?
FIND O UT.
On an average day, how many people ...
... smoke some ciga rettes or a pipe?
.., drink some milk?
FIND our.
On an average day, how man y p eople ...
..• take some vitami n pills?
... playa span ?
FIND our.
I
!
~
PHOTOCOPIABl E
On an average day, how many people ...
... eat a burger?
... eat a pizza?
FINn our.
O n an average day, h ow many people _._
... cat some pasta?
... eat some red meat?
r,
,
~ Macm ill'ln Publish""" Limrled 19'.17.
•
48. Teacher's Notes
IHealth survey workSheet .
NOTE: thIS ac tivIty b no t hnked to the a<1lvrty on Worksheet 17b •ACTIVITY
Ullok da~: !ipc:akin)::
AIM
To do a health survey.
GRAMMAR AND FUNCTIONS
Countable and uncountable nouns
Some ;rnd an)'
VOCABULARY
Food and drink
PREPARATION
,"'lake one copy of the worksheet for each group of up to eight
students and cut it up into cards as indicated.
TIME
30minutes
PROCEDURE
1 If rbere are mort' than eight st1Kknts in theclass, dnide
them uno WOllpS-
2 Give one cardto each student in w cuss and teU them
that they art' going to find out !iOIJ1einfomution about the
health of their group.
3 Wrilc an example on the board:
Oil all tll't!Tage ~J', huu' many people ear sume eggs?
Bidl the question they ,iIJ needto ask individual st udents
in order to find out t he answer to this question:
On an at>erage da)" do) '011 earan)' eggs,~
Write another example on the board:
On atl at't'rageday, ao you walk twokilometresor
more?
4 TeD the students that theyare going to ask:andanswer
similar questions in order to answer the queeons on their
otd... 1lK)' should pm a tid; next to therelevant question
OIltheir card each time somebody answers }'l'S, Jdo and a
cross each time somebody 2I1SVo-en No, I dOlI'l.
5 Before they s an the acuvtry. make sun: t:V~~. knows
h o w t o ask tber qoesuon . In particular. make sere the}
tnn...fonn SOllie into any in the question fonn.
6 Now ask the sruoems to go round the class..or f:l"OUP askin~
andanswering questions and putting:l. lick or cross next to
the questions on theiren d each time they dunge partner.
7 'X'hen they have spoken to everybody in the dass or
group, ask them to work with two or three other students
in their group and to write some of the information the}'
have gat hered on a poster.
For example:
Fit ¥!people i ll OI~r group eat somefreshfruiton an
Ql't't"oge day.
O"(J' onepersonaoesn't eat (In) ' grwn !'t'getables.
OPTION
Compare the ctass results with the results of :l. SlIl'Vq' carried
out into the health habitsof British people.
On an average day,
78% eat some freshfruit
77'i eat somegnxn vegetables
60S eat some brown bread
4'7% drink some beeror wine
46% put some sugar in their tea or coffee
33'" eat chips
31%smoke
30% drink some milk
30% take some medicine
22%do some exercise
16% take some vitamin pills
8% playa sport
22't1, cat some pasta
31% eat some tal me-ott
3S'X, en a burger
12% cat a pizza.
Gcnel'3l1y. women are healthier than men and youngpeople
drink more alcohol andsmoke more ogarenes.
•
•
49. Reward Elementary
Resource Pad .
fold
What ! do after this
lesson?
~
I What film I watch?
,,
W here I go tonight? !,,,,
. "0- -... " :
WMA.TS o"? i,., 1 - - - - - - - -
~ ~ ~ ~ l
:::-::'.~~~ ~_~ 1
~, ~""';ii ,1 - - - - -
b, _.-;.=-:~ ' i
. . ~ ;'~ j-7" i
i
fold
What I eat tonight? I
~'" I
(!,Gil; :, j>:~.' , II ;
" , ~ " I,U
. .~.~ .'
' . i>.. -. -
• LW'hat shall wedo?
•
•
J
W here I go for
lunch?
,.•...
I,,
I
:,
I
:-- - - - ---,,
I _
I .
,,
i
Which CD I listen
to?
What I bring ( 0 the
party?
What I do this
weekend!
•
•
!t'. Macmillan PublIshers LJmrte'd 199 7.
PHOTOCOPIABlE
50. Teacher's Notes
IWhat shall we do? worksheet .
NOTE: This ac tivity is not lin ked to the activity on Worksheet 17a. •ACTIVITY
Whole class : writing. ...pt';Iking
Mill drill (For derailed in!'>lnJc t ions and advce on using mill
drills, see the notesfor teachers at the beginning 0( the
Resource Pack.)
AIM
To speak to as rIWlr partners as possbie, asking for and
rn2kingsuggestions.
GRAMMAR AND FUNCTIONS
Asking for and ~ suggestions
VOCABULARY
Leisure activities
PREPARATION
:take one copy of the work.<;hm for each group of up to ten
students. Cut the w ork...beer up into cards, being careful to rut
andfold as indrcaed You will need to keep one card for
yourself to demoosua«- the activity.
TIME
2{1minutes
PROCEDURE
1 If there are more than ten students in the class. divide
them into groups. Give one fo lded C'Md to each student in
the cla.~. Keepone for yourself.
2 ask the students to thinkof a suggesuonfor the question
on their cud and to write it in the space proceed.
Forexample:
Where/go tonight?
Sugge.<;tion:go to lhI!cinema
What/do after this Jesson?
Sugges tion:play tennts
3 When the students have done m at, ask them to fold their
card so that the questio n is o n one side and the suggesuon
is on the other side.
4 Tell the students that Uley are going to ask(or and make
suggestions. using IJl(' cards as prompts. Write an example
dialogue on the boardindicating the ~ the stUdents
should usc.
For example:
Studcnt A: Wh£'TE' shnJJIce go to,li~hr?
Student IS: ters go to the cinema:
5 Demonstrate the activity with individual students. Tell the
students to hold their card" so that the questio n is facing
them and the suggesoon on the other side is facing their
partner. Ask several pain of students to demonstrate the
~il}· to the whole cass. using their cards as prompts.
6 Now ask the srudeus to go round the class or group cling
(or and makinRsuggestions with as mati)' diffen:nt partners
as possible. using their cards as prompts. In (hL.. pan of (he
activity, the student.s repeat the same question several
times. but make different suggestions each lime th ey
change partner.
7 When the students have finished. ask them to exchange
cardsand ro go round the class or group again. thi...ume
holding their cards the other way round so the questionis
facing their partner. Tbe students take it in turns to a.'tk (or
and make su~c:stions, using their cardsas prompts. In this
pan of the ac thity. the students ask a different question
each unie they change partne r, but repeat the same
suggestion several times.
8 The students continue askmg for and making suggest.ions
in LItis W'a). until ther have spoken to as many differmt
panncrs as pos...ible.
•
•
52. Teacher's Notes,
IWhat are you like? workShe e t .
•ACTIVITY
Groupwork: writing
AIM
To write a description of a person.
GRAMMAR AND FUNCTIONS
TaUtingabout ap~ce
VOCABULARY
Adjoctives to describe people's appearance and character
Physicalfeatures
PREPARATION
Make one COP}' of the workSheet for each student in the class.
TIME
30 minutes
'tl M,lcmillan Publi~ht-n Limited 1991.
PROCEDURE
1 Introduce the idea of a penrrtend and ask the studen ts
what they would write ifthey were writing to a penfrtend
for the first time.
2 Explain thai the students are going to write a letter to a
penfriend and that theyare going to invent the details.
3 Divide the clas..inlOgroups of eight and give one copy of
the worksheet to each student in the group.
4 Ask me students to invent a name and an age for me
person writing the letter and write it in the space
provided. Now ask them to w rite For Mat the bottom of
the page according to whether they have written the name
of woman (F) or aman (M) .
5 when they have done that, ask them to fold their piece of
paperso thai the sentence they have written is hidden,
and the next senrence beginning I'vegot... is visible. They
should then give it to the stu dent on their left.
6 Ask the students 10 invent details to complete the sentence
which is now at the top of the piece of paper they have
received. taking note of whether the person is a woman or
a man.
7 When they have done tha t, ask them to fold it as before
and give it to the student on their left.
S Repeat the activit}'until all the sentences have been
completed.
9 Tell the students to open out the completed letter they
have received. This is their new pentriend.
10 Ifthere are any words or phrases that the sudeus do not
understand or think are Incorrect, tell them to find the
student w ho wrote them and ask them to explain or
correct the word or phrase.
OPTION
The students can use the same w orksheet to write a reply to
their penfrtend by filling in the blanks with real details about
themselves.
Alternatively, ask the studen ts to use the same worksheet to
write a description of somebody else in the class or ofa
famous person for the rest of the class to guess .
•
•
•
53. •
8 Aholiday Reward Elementary
Resource Pack
PHOTOCOPIABLE
C> Mao;mdlan Publ~ l"'"
YOUR LAST HOLIDAY YOUR PARTNER'S lAST HOLIDAY V' =
PARTNER'S NAME
I was right
,=
I WENT TO HE/SHEWENT TO I waswrong
I
1 went with... H elshe went with... I
I
I
1 travelled by... He/she travelled by... I
1 stayed in a... H e/she stayed in a...
I stayed there [OT••• He/she stayed there fOT.. .
I
I
The weather was... The w eather was... I
I bought... Hel sh e bough t.,.
J visited... Helshe visited...
I
,
I
1ate... He/sh e a te.. . ,
,
I
1drank... H e/sh e drank. ..
!
I
In the evenings. 1... In the evenings, helshe.o.
J= -
1M 1997,
•
•
•
54. Teacher's Notes
A holiday
ACTIVITY
Pairwork: speaking
workSheet.
PROCEDURE
, Grveone (OpYof the worksheet to each stUdent in the
ciass.
•
AIM
To guess oeuusabcm ;l partna's Ia5t holidayand10 findQUI
how manypmJictioo.~ were right.
GRAMMAR AND FUNCTIONS
Past ssnpe:irrqI;ubr ve-rbs
}'e;v',w questions :tnd sbort answers
VOCABULARY
Irregular verbs
Verbs associated with holidays
PREPARATION
Make oneropy of the worksheet foe each snxk:nl in theclass.
TIME
30 minutes
Cl MKmillan PubI,~ li""te<! 1991,
2 Ask the student.s 10 write about their la....1holiday by
completing me KlltCIKCS in the column marked YOUR
LST HOU DAY, TeU them not to show the othcrstudcfUS
wbar thq' arc VtTiting.
3 When thc)' have done tbaL, ask them 10 work in pairs, bm
teU themthat it isimportant not to show their workshttr.
to their partner.They!ihould sit fudng one another.
4 Tell the sruoems to write their partner's name in the space
prmidcd at thetop at the column marked YOUR
PARmER'S U sT HOUDAY,Theythro need to ask wbere
their panna walt for their 1asl holidayaod write theItlftlC"
otthc place in t~ space provided under the name. They
must not ask for any further aiformauon yet.
5 Now tell the' students that they are going to guess Vtilat
their partner did on holiday by completing the SCI1tencn
in the column markedYO UR PARTNER'S L'Sf HOUDA',
Empha...ise again that they mu,..1 not ask their panncr}'tl
6 When they have done: that, the studen ts should Lake it in
turns to check whether they guessed correcuv by askinJ:
their part ner questions.
for example:
Student A: Did you go u'ith yourf amily?
Student B: 1''0,/ ditln"t. J u'enl with m)'friends:
Did )'OU go with J'OurhllSbatui?
Student A: }es, / did.
The students should put a tick o r a "TOSS in the end column,
depending on whether the)' guessed correctly or not.
unecessary, give the students time 10 write down the
questions they need to ask before ther begin this panof
the activity,
7 when the students have finished checking their gUt'S.';('S
with their partner. fhcy should add up their total number
of righl guesses, Find out w ho scored the highest lobi.
FOLLOW-UP
Ask thestudents 10 l'.T11e a summary ofthcir pa rtner's holwI,
•
•
55. I~
jI.............."
Reward Elementary
Resource Pack
FIND OUT
FIND OUT
Who was th e last
person to writ e a
letter?
Who was the last
person to give
someone a present?
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FIND OUT
FIND OUT
Who was the last
person to ea t ice
cream?
Who was the last
person to buy some
clothes?
~
•
---~~~~
~
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Progress check
-. IWhen didyou last...?
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FIND OUT
FIND OUT
FIND OUT
FIND OUT
Who was th e last
person 10 have a
birth day?
~ Ii...._..................m_..................................... • ................ ................... •......-- . .- ...• ..'=,1
Who was the last ;
person 10 have a meal
in a restaurant?
FIND OUT
FIND OUT
................. ................................. ..................... eJj
FIND OUT
FIND OUT
Who was the last
perso n to lie all a
beach?
: .
PHOTOCOPIABlE
56. Teacher's Notes
I~'(Ihen did you last...? worksheelProgresscheck .
•ACTIVITY
'<'hol(" cta......: speakmg
AIM
Tu findout tnformanon about members of the class b}' asking
and answering questio ns.
GRAMMAR AND FUNCTIONS
Simple pa<;£: irregular verbs
Uh- que!'oIiun...
bpn:~'ii(Jns uf time"
VOCABULARY
En:l'}'wy and leisure acnvmes
PREPARATION
~1:lke one <:opr o f the workshee t for each group of up to 12
srudcnrs. Cut the earth out as ind icated.
TIME
l'i (0 !() minutes
PROCEDURE
t If there are mort' than 12 student.. in die d OL' ';, lIiiJe them
into groups . Give one rard TO each student in Ihe class.
2 Tell the students (hat Ihe} are responsible for I1mlin~ the
answer 10 the question on their 0>"0 card orspeaking [II
C''~I1'hod)' in the class or group. ~lak(' sure each student
knows how to a...k their quesnon colTt"Ctirand
understands tru..tlhcy will have to nore do wn the tunes
when sturn:nts Lbt did the actions in order to answer the
qut."Sl:ion ,
Forexample:
Student A: 1f71t'1'/ didyou last eat ice cmlln.'
Student 8: (I ale MIme tee cream) tast U'f!t'wul.
(Student A ","fires Student B's name and last weekend.)
Studen t 8: U'11t'1l did you last urtte a I('tter?
Student A: I IIrote In "~I' grandmother in Af»il 011 her
IJirthda)',
(Student BwrncsStudent A's name anu;n April.)
3 Now ask the student..10go r ound the class or group asking
and answering questions. Tell themthat they C'JJl make
notes on the back 0( rheir o m
4 'i1:'hcn tlK)' have ftnished, lhe}' shouldsir down and take it
in turns to report hack to me ctass or group on what they
foundout during lhe activtty.
For example;
Stefano UYlS the last 10 earteeCTf'tJTtl, He ate it
yesterdayaftemoon.
,Hil,me teastile tau to urite a letter. She u'TOle 10her
sistertass ntght.
•
•
57. •
• IJohn Lennon
Student A
John Lennon was born in (I ) 19 and lived with his aum and uncle in Liverpool.
When he was J2 he learned [0 play the (3) but his ambition
wasn't to be a musician - he wanted to be a million aire! He was (5) _
years old when his m other died in a car accident.
Reward Elementary
Resource Pack
•
•
•
As a teenager. he create d his first group and they were called the Quarrymen. He mel
(7) in 1955 and they started the Beatles in 1960.
(9 1 became their manager in 196 1.
John married Cynth ia in 1962 and they had a son called
(l l) . Later.Tohn and Cynthia divorced and
in November 1966 John met Yoko Ono in an art gallery in London.
He met (l 3) _
and started doin g meditation. In the same year. Brian Epstein died.
On M arch 20th 1969. John and Yoko (I S) _
and the following ye ar J ohn left the Beetles and created the Plastic Ono band.
They had their first hit w ith 'Imagine' in (17) 19 __ .
In 1975. John and Yoko went to New York and had a son called
(19) _
John Le nnon was shot o utside his home in New
York o n December 8 th 1980.
QUESTIONNAIRE
(1) _
(3) - - - -
(5) _
(7) - - - -
(9) - - --
(11) _
(13) _
115) _
(17) _
(19) _
PHOTOCOPIABLE
58. e IJohn Lennon
Student B
Reward Elementary
Resource Peck
John len no n was born in 1941 andlived with his aunt and uncle in
(2) . When he was 12 he learned to play the har monica but his ambition
wusn'110 be a mu sician - he wa nted to be a (4) ! He was
eighteen yea rs old when his mother died in a car acc ide nt.
Asa teenage r. he created his first group and they were called (6) _
He mel Paul M cCartney in 1955 and they (8) in
1960. Brian Epstein became their manager in 1961.
John married ( 10) in 1962 and they had a son
called Julian. Later, John and Cymhia divorced and in November 1966
John mel ( 12 ) in an art gallery in London.
He mer: Maharishi Mahesh Yo gi in 1967 and started doing meditation.
In the same year, (14) died.
On March 2 0 th 1969. John and Yoko got married and the following year John
left the Beuttes and created ( 16) _
They had th eir first hit with ' Irnegine' in 1971.
In 1975, Joh n a nd Yoko went to ( 18) ==-__~
and had a son called Sean.
John lenn on was shot outside his home in
New York o n
(20) _
QUESTIONNAIRE
(2) _
(4) _
(6) _
(8) _
(10) _
(12) ~ _
(14) _
(16) _
(18) _
(20) _
PHOTOCOPIABLE
59. Teacher's Notes
IJolznLen110n Workshe<!ts • and .
•
•
AaiVITY
P:iirwork reading, Writing. )pc;aking
AIM
To write and ask quesncns 10ohtain mformunon in order 10
complete a life history.
GRAMMAR AND FUNCTIONS
Pa.'>l simple
1f1I- qeesuons
VOCABULARY
lifehislol'}'
PREPARATION
Make one copy ofWorksheets 2la and 21b for each pairof
students in the class.
TIME
501060 minutes
PROCEDURE
1 Tell the snoents that they are gain!, IIIread some
infonnation aboutJohn termon's life. :lake sure [he
stud ents know whoJohn Le nnon was and thai he died
some time ago. Poim OUI that there L~ some information
mL<;,..ing from rhe text tho1t you art' !(oing to give thcm.
2 Divide the students into Group Aanti Group B. Giveone
copv ot u 'orkshttl 2la 10each sttKkm in Group Aand
one cop~" of 'f orksh«t 21b 10each stooenl in Group 8.
3 A5.k tM srudenl."IOwork ....-itha partner from the same
group for the firsI pan of the acmil}', Explainthai there
are some details missing from thcir text and thai ~
should write down the questionS ~ need to ask to
obtain the mio;.o;ing information. All the srudents must write
me questions down in the spaces provided 00 their
worksheet.
For example:
Studem A: (I) WlIffl u'usjuhn lennon bam ?
(3) What,lid he lea", to p"~I'?
Student 8: (2) IH It'n' did he lit.... u';th his aunt and
lmde?
(4) W:hatdid ne uunt to bt'?or 1{'haJ UYlS
his ambition?
W'hiJe the students are doing this, be on hand 10 answer
questions and offer help.
4 W'henthe students have finished 'writing questions, ask
them to work with a partner from the other group. Studeru
Aand Student Bshould now sit facing one another and
lake it in turns to askand answer que;:slions in numerical
order to find out the information mestog from their own
text. Theyshould write the information in the blank.s on
lheir worksheet. t
5 When they have finiW:d exchanging information, the
pmsofsrcoemsconpare tbeircornptctcd texts, ....ttich
should be idmlic1l.
•
60. • IFind someone who... Reward Elementary
Resource Pack
. .
)
has their birthday In the same
month as you
thinks Friday the 13th is
unlucky
knows the d ate of their parents'
wedding anniversary
did somethi ng interesting
yesterday eve ning
has the same favourite month
as you
can remember when they last
bought a CD or cassette
is looking forward to the year
2001
can tell you their brothers' and
sisters' birthdays
can remember when they last
went to the cinema
knows how many days there
are in thismonth
knows the date of the next
public holiday
can remember when they last
wrote a letter
PHOTOCOPIABLE
61. Teacher's Notes
iFindsomeone who... workSheet .
ACTIVITY
:lllJle (:bM:f't-a.;inl:
AIM
To a.....k andlAsW!:f questions and ro complete a chart.
GRAMMAR AND fUNCTIONS
l>Jtt::'
Expree...iorlSoilimt"
VOCABULARY
Ceneral
PREPARAnON
~l3kl: one cop~' of 1M nrkshcct for each Sludem in tbe class.
TIME
!O 10 jO minUtes
PROCEDURE
1 Gin ' one copy of the worksheet to ea ch S1udenl in !.he
cla.....s.
2 hplJ:in lhal they an: b'tJing 10 U'al...form the statements on
tbeir worksheet into quesnore and then go round the dass
3Skin~ nne another the qU~f}on....
3 As.; them 10 wori.: in lXIiI'S or sauDgroupsfor the firsl: pan
of thr Kli'i~' and to wnre down en a separate piece of
papcr the quotion" IIK1'will need 10 ask.
4 Oln"kthe qlK"'tkJru> - mett' 1lU}' be SC'o'e=:rAI ahernatrves for
one scuemera, For example', lhe question Hua somt'011e
srno has Ihrlr birthday tn 1M same month asJ'Ou could
be answered byany of the foUoing qoesuons:
Is)''/Ilir birthday In Febntary?
iH,t''' is) 'OJlr blrtlultJ)'?
" 'k1t month is)'fm r birthday?
5 ~()w the students an: rr-.tdy (0 go round the: class asking
onc another lhc qut."SI:ions.
6 wh en tile}' lind someo ne who answersyes 10 a question,
theyput that person's name: next to the statement in tlK
space provided. It is l'et'}' important to tell me sruoenc thar
[heyo n only put the same name twice. l1lis is 10
encourage them to speak 10 as many diffcrcnI partners as
pos.,o;ihle.
7 When one'student has found a name for each of the
statements on the worksheet. stop the activiI)-·.
8 As afollow-up. askthe students 10 say w hich statement...
were dtfflculr to put a name 10 and w hich were ca...)'.
62. PHQTQCQPIABLE
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Reward Elementary
Resource Pack
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63. 'reacher-s Notes
What aretheir names? workSheet.
ACTIVITY
Cronpwort: SPC3kinlt
AIM
To fuKl out peoptes narnn. b~' describing tht.m.
GRAMMAR ANDfUNCTIO N S
Dc5cribing people
Prescru comtrruoreor pecm simple
Actions of the (3<."(,lun.b an..1 ~.
VOCABULARY
hems of douun g
PREPARATION
;13kc one cop y of the worbhttt for each group of three or
four srudents in therb$ and cut the pictures our a...indicated
~lakt"one cop y of theworbhCC"1for each studenl in the class
and dOffi c u r the pcnsesOUI.
TIME
20 minutes
PROCEDURE
1 Ask the suoems 10 work in groupsof three or four.
2 GiH~' each group 00(' copy ofthe 'worksheet . cut up. and
3'>i:. the m to take three or four plctures each without
!'hawing them to the other students in the group. Thc1'
should put the remaining pictures in a pile faa: OO'W1l.
3 TeU them [0 imagine Ih.Jl loc,' know the people in their
pktures hut that rbe other Studenls in their group don't
know thcm.
4 ~w tell them that tlx.1' an: ~ng 10 (k-;cribe their friend...
10the other student... in their grcup- bUI fin;( they should
spend a few minutes inventing names for them and writing
down description...of them. Be on hand 10 answer
quesuces and o rrer help for Ihis PAn. of tbe actn-ity.
5 :"klw eve one copy ol lhe intact workshttllo each
srudml in Ihe d:t.........TdJ than not 10 j<k nlify their 0-n
pictures of people on the worksheet yet.
6 Snxtents now take tr in tum.. 10~rihe the peo ple in
their own pictures. without showing rhern so that the
otherstudents in the WOUP C"Jn idenlify them on their 0'90'11
worksheet. They should begin like this:
Ihis tsKatja: She'sgot snortfair hair ami she's
UWlrl1lg , n
Thc other students in the jUOupshould listen 10 the
complete description and then point to the picture of the
person who ms thai description, If they are right, they
should write the name on the picture.
7 Continue like thi s unutme students have finished
describing their people. TIley should then invent names
for the remaining people on the workshee t.
fOLLOW-UP
1 Whenthe sndems have finished describing and writing
in the namesof people,Icll them that there are slx
couples on their worksheets and that the)' should decide
who they are.
2 ~'hen lht" have finisht'd ded~ whic h people go
together 3S couples. ask them to com p are their couples
with :lOOther IUOUp. TdI them that there art no right
answers, hut they shoukJ explain w hy they put people
tog<ther.
64. Reward Elementary
Resource Pack
••
••You're going to ask your teacher a
question.
••
.," ..You're going to go out with someone
special tonight.
.,..You're going to dive into very cold··1water.
.. .,"
••••
You're going to drink a cup of tea.
• IWhat am Igoing to do?
0;:
~=======--=="'i
se .," ..~~~~~~~~~~
I.,.. ••
I You're going to parachute (rom an
I aeroplane.
~ .,"
! ~ ~
f
11_ You're going to e a t a delicious meal.
~ .,"
•
•
You're going to ski down a mountain. You're going to do the washing up.
•
••
.," ..You're going to go out for a walk in
the rain.
You're going to speak in public.
••
You're going to sunbathe. You're going to run a race.
••
PHOTOCQPfA Bl E
You're going to get on a bus.
You're going to fan off a ladder.You're going to get into bed.
You're going to take a class
photograph.
•••
65. Teacher's Notes
IWhat am [going to do? workshee t .
•ACTIVITY
Whule- crass: spea~
AIM
To mime the ac tions It"adinl/; up to so rneuung you arc F-oing ro
do Tu guess w hat other members of the class arc: going to do
hy watching their mime.
GRAMMAR AND FUNCTIONS
GfI;"g 10 + tnrmfuve
VOCABULARY
Everyday and leisure activities
PREPARATION
Make one- co p y of the worksheet and c ui it up into mime cards
as indicated.
TIME
30 minu tes
*Macmillan Publi$heri limIted 99 7 .
PROCEDURE
1 Ask the students 10 watch vou. Choose (Jilt: uf the mime
cards and mime the actions you would du in preparation
for the action marked on the card (but nul the action
itself). Freeze JUS! before the action itself and ask rhc class
W7wl tllll I going to do? You do not haw to he a brilliant
mime artist. but it is essen uat mat you arc willing to mime
enthusiasticallyand nor be embarrassed - this willp UI the
students at ease when it is their tum to do a num e.
2 Tell the students that they are going ttl lake it in turns 10
do similar mimes for the rest of the students to gues s. But
before they begin. divide the class into teams of live: ro
eight.
3 Decide which team is going to play first and ask them 10
choose a student to do the first mime. Remind them they
must freeze just before the action and say What am 1
going ta do?
4 Give the first player a mime card and explain to the class
that, when he/she freezes, only the members of hislher
team are allowed to callout a guess at fuse Team members
should consult before guessing. lf his!her team do not
guess the action correctly. the other teams are allowed to
guess. Teams score two points for a correct guess.
5 Continue until all the mime cards ha ve been used .The
team with the highest score are the w inners.
OPTION
Ifyou think your students may be embarrassed to mime in
front of the whole class, or if you have a ve ry large class. make
one t"UPYof the worksheet for each group o f six to eiglu
students and ask them to do me activity in their groups,
•
41
66. ,
=-:~
- - - - '
Reward Elementary
Resource Pack
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• II'd like all ice cream,please
fold x
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• PHOTOCOPIABlE
67. Teacher's Notes
II'd like an ice cream, please worksheet .
ACTIVITY
"''hole class: speaking
Mill drill (Fer deuikd lnsrocuons and am"iceon using mill
drill.., ~ the n otes for teachers at the beginning of the
gcsocrcc Pack.)
AIM
To speak to as many partners as possible. asking what people
wouldlike and m aking polite requests.
GRAMMAR AND FUNCTIONS
OtftTs.:l.Jll.I requests
K'otlkllike
A.<;king and sa~;ng how milch thlngs cost
VOCABULARY
Food anddrink
PREPARATION
.b J.:e OIl(' copy o f tilt' wod..'ihttt for each group of up to ten
students. Cut the worksheet up into cards, being careful to cut
mel fold :.l... indica ted. You will need to keep one cud for
yoursdfto de m o nstrate the activi ty.
TIME
IS minutes
PROCEDURE
1 As ttusis a conuoued practice acnvuv. il i.<; esscntw lhat
the sudems are f;uniliarwith the vocahulal)' bcfon:doing
the mill drill. It is a good idea to use the pil..1UTC5 on the
milldrillcards to revtse or pre-teach the vocabulary the
students will need for chis activity:
FOOII " tid drinJI Choice ofsiu,jlal'O"r, etc
all tee cream slra u 'berry' or chocolate?
somef renchfM regular o r large?
some u'ater or sparkling orstill?
" glass ofuater
some coffee or black or white?
a cup ofcoffee
some apple pieot u-un ovam or iceCTMm?
tl piece of apple pie
a burger withfries or salad?
a Coke regular or large.1
a sataa u'ith rm atgretteor mayonnaise?
II sanaunch (lI'ith) n -hne or broil'" bread?
d stt'dk medium o r rare?
2 If,htTC:- are m o re:than len studen ts in the class. divide
them into groups. Give one folued p icture GIrd to each
studem in the class. Keep one for yourself.
3 -'lake Miree-Ach snxIcnt knows how to ~' the foodor
unnk shown in the picture on their card In particular,
make !olIn: they know which article to lIS(' (a. an or some),
~ M~ (ln; lIol" Publishe rs l i,,'utl.'d ' 997.
4 TeUthe students mat thq' arc going10ask for the food or
drink shown on their cards. Write an exampledialogue OIl
the board. indic".lIing the language the srudcnts should use.
For example
Student A: Can Jhelp yOll?
Studenr B: I'd like an tee (TtYl"" please.
Student A: WouldyOll like strau'/Jt'I1J' or chocolate?
Student B: C/lOa)/ate,ptease.
5 Demonsrrare the actm n.. with tndilitlual students. usin~
the card you kept for r~r:<lf. TeUthe stu<.k:nL~ to hold
their cards so that the PK-~ sJxrn.;ngtbe foodor drink is
facing them and the piOUR:" shoWing the choice of six.
flavour. ere is fadnft their partner. A..4: St:·eral pairsof
students to demonstrate the activity to the whole class.
ustng their pictures as prompts,
6 Now 3.sk thestudents to go round the class or group nuking
requestsandoffering choiceswith as man)' different
partoers as pu"Sibk, using their picture cardsa."prompts.In
this pan of the ~', thesrudcntsrcquesl the samefood
or drink.but offerdiffem'lI.sizes, flavours, ClC.
7 when The stucJcnts have fini!'hed. ask the m to exchange
cards and to go round the ctass or group again, this time:
holding their cards the other way round so that the picture
showing the food or drink is facing their partner and the
picture showing me choice ofsize, f1a'Ollr, ere is facing
themsebes. In this part of the ;Kthit" , the students ask for
different food or drin k each time Ihey c hange partner.
8 The students continuemaking requestsand offering
choices in thisway unnl rhey have spoke n to as many
different partners a.~ possible.
OPTION
Youcan extend the dialORUC so IIuI the stt..KlcnlS practise
askingand saying bow much things COSI.. Beforl:: ther stan the
acmil}', ask them to write theprice of the food or drinkon the
panof the card showing ue cnoice of size. flavour, etc. You
em help than to decidehow much these thin~..U5ua1l)' cost.
When all the students have done Ihal and you havechecked
that they have put an appropriate price on their cards, follow
the procedure as above, adding the touowmg lines to the
sample dialogue:
Studcm A:. Here)'Qu are,
Smdent 8: lha"k )'OlL Hourmuch is tlw!?
Stue.knt A:. That's f]!.JP.
,.lJtetnath'd)'. the s odcms can practise lhis three-l.ine dWoguc
in aseparate mill drill. Cut off the pan of the C'dnh ~wing the
enoree orsize, flavour. ere and lISC the ptcru res orfood and
drinkas milldrill cards, Ask [he students to write the price of
the food or drink shown on their cards on !.he blank side,
Follow the procedure for;l mill drill with mtdcnts hoMing the
eroswith the pictures offood and drink fadn~ them and the
price tu.ing their partner for the: lint panof the aeti;r)',.ancJ
then hok1inJ!the card<; the other way round l ot" the second part
of the aeti,i~'.
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68. Progress check
• 11hink q!a lUord
WORD .
Something bigger _
Something small er
A verb that goes with it . _
A word that comes earlier in the diction ary _
Reward Elementary
Resource Pack
A longer word beginning with th e same letter _
A shorter word boginning with the same letter _
An ad jective to describe it
Th e opposite of that ad jective
Another word the adjectives go with
WORD .
Something bigger
Something smalle r
A verb that goes wi th it
A word that comes earlier in the dictionary _
A longer word beginning with the same letter
A shorter word beginning with the same lettcr
An ad jective to describe it _
T he opposite of that adjective
Another wo rd the adjectives go wi th
PHOTOCOP1ABl E
69. Teacher's Notes
IThink of a word Worksheet Progress Cheek.
ACTIVITY PROCEDURE
Gm upwork: writing, speaking 1 Write any noun nn (he board.
For example:
AIM l!If!pJumr
2
umbrella
boot
To pl<lY a game by finding words in WH:n categories.
GRAMMAR AND FUNCTIONS
Co mparauve forms
VOCABULARY
General
PREPARATION
Make one -.:tlpy of the worksheet for each group of three to
five students in the class.
TIME
;~O minutes
C Macm illan Publishers lImiled 1997,
Now askthe students (0 sUAAest (he fullowmg:
somet hing bigger: for example, ajumbojet
some thing smaller: for example, (J mouse
a verb that /o:0es with it: for example, riae
a won! thai comes earlier in the dictionary: for
example, ([ol/key
a longer wo rd heginn ing with the same letter; for
example. exnmtnauon
a shorter word beginning wi th thc same letter; for
example, egg
an adjrctivc 10 describe it: for example. big
the opposue of tha t adjective:smtUJ
another w ord the adll't:tivcs go with: for example.
h l/lI.w!
Now ask the students (0 work in groups of three to live
and teUthe m that the}"arc going 10 do the same thing in
their groups.
3 Gh'e each groupa copy of the worksheet.
4 Tell them thai )'011 are going to write a word on the beard
and thai Ihey have to write words on one of the charts on
their worksheet in (he spaces pr ovided, acconnug to the
msrucuons. Tell them that they must do n ....s quickly a~
(X>s..,ibk and that you will stop the activity as soon as one
of the groups has found a w ord for each category.
5 Write a word on the board. 111efollowing are some
examples of w ord!> y ClU can use:
apple lorry bouse teacher plane train
horse banana football sandwich
newsp:lper cigarette desk bath
grape icc cream window door
guitar television bicycle chair sweater
mountain piano wallet pos tcard
hamburger stamp suitcase
6 A."t soon """i one group ftrushes. stop the activity.
1 Check the answers. Each group gets one poiOl for a w ord
which i.Ii correct and different fm m the: other grou ps'
words for that category.
8 The group with the highest score Lo; the winner,
9 Play as many rounds of the game as you like, usin~ a
different won! each time and providing more roptes of the
chan ifncecssary.
OPTION
To make the activity easier, allow the students to use a
du'tlnnary,
70. _---_'X_---__---__---=-_•
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e lSnapt
abottle of
a box of
a pair of
a bottle of
a box of
a pair of
a packet of
a bar of
a bunch of
a packet of
a bar of
a bunch of
Reward Elementary
Resource Pack
C M" cmillan Publishl"fSUmited 1991
PHOTOCOPIABLE
71. 'teacher's Notes
ISnap.' workSheet .
ACTIVITY
Pairwork : rca.!i n~ ~ing
AIM
To play a game ofSill/II! by making co rrect collocation....
GRA MMAR AND FUNCTIONS
Colkx;;I(KJn
VOCABULARY
uems of shop ping
PREPARATION
Make IWo cop ies (l( thework!>bc:et fo r C'cl)-two or three
students in the c rassandCUt the cards out 2Sindicnro.
TIME
10 to 15 minutes
HOW TO PLAY THE GAME
1 Pbyc..T A shuffles the cards and deals them all out equally to
all the players.
2 Players must hold their cards in a pile face down so that
they (";II1"tse e them.
3 Playcr A p uts their top CU'd face u p on the table,
4 PbylT IS puts theirlOp card face up on top of Ptayer A'S
u n!
5 If the 1'O cards go together. the first player to shout Snap'!
pil-k."i up all the cards. For example, if om:card has the
PROCEDURE
1 TC'U the students that I~' are goin~ 10 pb)' .3. card game
called Snap.'
2 Ask (he- students ro work in pairs or groups of three am!
explain how (0 ptaythe game ~ing the instructions
below _
3 lbe suoenrsare ~. to pby the game. 1:'hile thf1'are
playing. go round 10 each group and check tht1' are
playing correcuv.
words a botrlf' ofand the other card has a picture of:ll
boule of wine or a bottle of perfume, the y go together.
6 Uthe rwo cards do nut go together, the next player puts ;1
card face up on top of the pile.
7 Players continue putting down ants and shouting S'Ulp.'
when two cards go together until the)' have used all tbeir
co""
8 The player with [he most cards at the e nd of the game is
the winner.
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72. e ILost andfound
. )'
Ir:==~=. ~~- -="""""""9
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17-I
<C M"cm,lIiln Publ ,~hlfl llffiited 1997
Reward Elementary
Resource Pack,
I
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,
I
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PHOTOCQPIABlE
